Stillwater2

=Still need to do=

contact Smithsonian about skype contact Football Hall of Fame about skype possible find a Music based topic using skype generate process activity create Micro Blogging activity with 6 traits locate - common craft video about reader create rubric for TKM exhibit assignment create rubric for museum project video process etiquette assignment create rubric for Why We Connect post

__//for the FLIPPED CLASSROOM - podcasts//__ project overview - called Shift happens on you tube micro blogging and/or 6 traits TKM exhibit post Museum Post project Find -- video etiquette

PROJECT TITLE


 * Improving Learning with a Personal Network**

PROJECT DETAILS
//Title:// Improving Learning with a Network

//Collaborators: Drew Smith, Jeff Hudson// //School and District: Stillwater Junior High, Stillwater Public Schools// //Content Providers: List anyone outside of the classroom you connected with.// //Grade level: 9// //Subject Areas: Honors English// //Recommended Time Frame: September 2011//

MN State Standards Alignment
[| Download full standards details.]

9.9.1.1 a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. a. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. b. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. || 9.9.2.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grades 9–10 topics//, //texts//, //and// //issues//, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.

9.9.4.4 While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// Summarize the theme for this project and identify the content standards and key skills you will assess. Identify the habits of mind students will practice and any district or school-wide outcomes included in this project. The project should meet the criteria for standards-focused PBL.

The project involves students creating a personal social network to help improve communication and enrich their course work while they observe and evaluate their own growth and development.


 * 1) Students will evaluate multimedia sources
 * 2) Students will select supporting information from multimedia texts
 * 3) Students will construct arguments / present their thoughts regarding texts
 * 4) Exhibit their thought processes about creating their network in a constructive form

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?// State the essential question or problem statement and any subquestions relevant to this project. The problem statement should encompass all project content and outcomes, and provide a central focus for student inquiry. The driving question should engage students in authentic problem solving and require core subject knowledge to solve or answer.

Why do we Connect? (Kinds of connections?) . What is the value of connecting. . How do we set up connections.

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// Define products and artifacts early in the project, during the project, and at the end of the project. Include criteria for assessment with each product. Products and artifacts should align with the standards and outcomes for the project.

Students will present information about use and value of social network to Mike Dronen (district Technology Coordinator) and/or School board.

Students will present their Curation to the teacher and their class. Graded by rubric.

MAP THE PROJECT
//How will the project be organized?// Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Summarize what students will need to know, how, and when they will learn the necessary knowledge and skills to be able to complete the tasks successfully. List the project tools that you will use. Products and tasks should give all students the opportunity to demonstrate what they have learned.

In the 9th grade Honors English Class students will create and use a social network to observe and report on their learning and development at the start of the year. They will use these tools and skills while they study for a test on To Kill a Mockingbird and then begin to curate their steps and processes to help develop writing, thinking and communication skills.

A. Getting started - Chose a blog platform and author first blog post - 2 - 3 class periods
 * 1) generate process activity - adult thoughts toward social media. - Pro and con about word usage, info, abbreviations,
 * 2) Paper blogging activity - review for "To Kill a Mockingbird" posting and commenting as characters of book.
 * 3) Introduction to 6 traits and microblogging - MicroBlogging using the 6 traits plus one.

B. Adding Community -- set up Google Reader with both classroom and school community setup as well as interesting people or/and experts
 * 1) Common Craft Video about RSS - 5 minutes watch as homework.
 * 2) Blogging for interest and identity. - half class period
 * 3) Introduce students to different blog layouts and purposes - use both Andrew Sullivan "Why I Blog" and prior student blogs.- half class period
 * 4) Discussion about Plagiarism. - Use info from Eagle Pride worksheet as starting point.
 * 5) Students will create a Why I blog? or Why I connect? post.
 * 6) Peer blog evaluation. TKM exhibit post. Show Bloom's and 6 traits.
 * 7) Class Blog community following in reader.

C.Making Connections
 * 1) Rubric about evaluation
 * 2) Skype - Possibilities of students doing individual connections or class large groups

D. Conclusion - Blog post on the process of the above.
 * 1) Students will curate a living museum of their network.
 * 2) Present to Mike Dronen and / or School Board about social network in school.

Calendar plan for Honors English 9
Thur. Sept 8 Generative Process Fri. Sept 9 Paper Blogging Mon. Sept 12 Micro Blogging Tues Sept 13 Into blog Platforms and Reader Wed Sept 14 To Kill a Mockingbird Exhibit - student were assigned the book as summer reading Thur Sept 15 To Kill a Mockingbird review Fri Sept 16 To Kill a Mockingbird test Tues Sept 20 Rubric overview / video conferencing etiquette Wed - Fri Sept 21 - 23 video conferencing Mon Sept 26 Video Conferencing post discussion Tues Sept 27 First posts on "Why We Connect" Wed Sept 28 work day - visit from TIES staff Friday Sept 30 Presentation of Curation

MANAGE THE PROCESS
//How will you manage and facilitate this project?// List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Summarize how you and your students will reflect on and evaluate this project. Facilitation should incorporate collaborative and student-centered activities.

Honors English will not have ESL or Special Needs student.

Differentiated learning styles are taken care of while looking at the 6 traits and personal choice.

Students can use different media (paper pencil writing, art work etc) take a photo and post their products to show knowledge or growth.

=PROJECT RESOURCES=

Videoconference Lesson Plan
Upload as a word document or lesson plan. Smithsonian - Used CLIC found free skype --- To See is to Think: Visual Literacy Pro Football Hall of Fame -- CLIC found this - Tackling Student Interest.

Suggested ideas Museum curator - WWII - D-Day museum in New Orleans --- Great Primary source material Walker Science Museum Mpls Institute of Art CLIC - search for museums Perpich center

Documents
Upload as a word document or lesson plan.

Rubric about Curation needs to be created.

Media Files
Includes images, video and audio.

Web Resources
example format: